Interprofessional education in undergraduate courses in health in Brazil: integrative review.

This integrative review aimed to synthesize the evidence regarding interprofessional education (IPE) in undergraduate health courses in Brazil. This article included original articles published between 2005 and 2020 addressing IPE in undergraduate health courses in Brazilian higher education institutions. Our search captured 333 articles in Medline, PubMed, Cochrane Library, Embase (Elsevier), Web Of Science (Main Collection), Scopus (Elsevier), Science Direct (Elsevier), ERIC, and LILACS via BVS. After applying the exclusion and inclusion criteria, the study corpus covered 34 original manuscripts. It was identified that a network is developed at the national level, and with international support, supports discussions and research on IPE. However, there is a concentration of partnerships between researchers from the Northeast, Southeast and South regions, with the need to expand studies on the country's experiences in the North and Midwest regions. There is also consistent publication of experiences concerning the implementation of IPE in undergraduate healthcare courses in Brazil. However, the uniprofessional characteristics and the lack of uniformity in the curricula are still significant, which represent essential obstacles to further IPE strengthening in Brazil. In the Brazilian literature, there is a dearth of longitudinal studies and mixed methods that assess changes in organizational practices. There remains a need for IPE studies with more rigorous designs to generate more impactful evidence.

Training of teachers in the Health field from the perspective of interprofessional education.

OBJECTIVES: to reflect on the training of teachers in the field of health from the perspective of interprofessional education. METHODS: an essay based on the dialogue between the scientific literature, the health education inducing policies, and studies in the fields of research and teaching activities in pedagogical projects based on interprofessional education. RESULTS: teaching in health is revealed as a social practice that is built on multiple collaborative movements and training moments. In this sense, the presence of echoes and resonances of the inducing policies necessary for the reorientation of health education in the proposals for teacher development is recognized.

Latin American surgical outcomes study: study protocol for a multicentre international observational cohort study of patient outcomes after surgery in Latin American countries.

Background: Reported data suggest that 4.2 million deaths will occur within 30 days of surgery worldwide each year, half of which are in low- and middle-income countries. Postoperative complications are a leading cause of long-term morbidity and mortality. Patients who survive and leave the hospital after surgical complications regularly experience reductions in long-term survival and functional independence, resulting in increased costs. With a high volume of surgery performed, there is a growing perception of the substantial impact of even minor enhancements in perioperative care. The Latin American Surgical Outcomes Study (LASOS) is an international, multicentre, prospective cohort study of adults submitted to in-patient surgery in Latin America aiming to provide detailed data describing postoperative complications and surgical mortality. Methods: LASOS is a 7 day cohort study of adults undergoing surgery in Latin America. Details of preoperative risk factors, intraoperative care, and postoperative outcomes will be collected. The primary outcome will be in-hospital postoperative complications of any cause. Secondary outcomes include in-hospital all-cause mortality, duration of hospital stay after surgery, and admission to a critical care unit within 30 days after surgery during the index hospitalisation. Results: The LASOS results will be published in peer-reviewed journals, reported and presented at international meetings, and widely disseminated to patients and public in participating countries via mainstream and social media. Conclusions: The LASOS may augment our understanding of postoperative complications and surgial mortality in Latin America. Clinical trial registration: NCT05169164.

Professor habilitation: the recognition of a trajectory committed to teaching, research, and extension.

OBJECTIVE: to describe faculty member training as a strategy for the development of leaders and the promotion of continuous academic progress in teaching, research, and extension. METHOD: this reflection article presents a history of the highest academic degree obtained in Brazil, describing the characteristics of the competitions and highlighting aspects and activities that show, nowadays, intellectual and scientific maturation. RESULTS: aspiring professors submit their academic trajectory to analysis and judgment by peers, based on strict assessment criteria, to receive a professor habilitation. Its purpose is to promote a moment of analysis of their academic career and to identify the remarkable contribution to the advancement of the university and the country through consolidated and impactful activities. FINAL CONSIDERATIONS: pursuing this highest degree in the Brazilian academic career can be a moment of individual and collective advancement, contributing to the consolidation of areas of knowledge.

Surgical multicenter collaborative studies: ¿What happen in Latin America?

BACKGROUND: GlobalSurg is an international group of researchers whose purpose is to conduct and disseminate robust collaborative, international and multicenter studies. OBJECTIVE: To expose the necessary strategies and the barriers crossed in conducting massive multicenter studies in surgery. METHOD: During the second semester of 2020, the study Surg-Week Prospective International Cohort Study was carried out. Surg-Week has been the largest international study in the field of surgery to date, with 141,582 patients included. A total of 4975 mini-teams, of between 1 and 5 members, collected data from 116 countries on all continents. RESULTS: The creation of an official website for the study, reports with relevant information via email or groups via WhatsApp, formation of a Dissemination Committee of the protocol, delivery of webinars on recent team publications, appointment of leaders at the national and international level, and outreach through partnerships, were the strategies used for the development of the research. However, the barriers turned out to involve different aspects. CONCLUSIONS: Collaborative work allows establishing networks between different professionals with the goal of improving the quality of management, health policies and care of our patients in a timely manner of constant change.

ANTECEDENTES: GlobalSurg es un grupo internacional de investigadores que tiene como propósito la conducción y la diseminación de robustos estudios colaborativos, internacionales y multicéntricos. OBJETIVO: Exponer las estrategias necesarias y las barreras encontradas en la conducción de estudios multicéntricos masivos en cirugía. MÉTODO: Durante el segundo semestre del año 2020 se llevó a cabo el estudio Surg-Week Prospective International Cohort Study, hasta la fecha el estudio internacional más grande en el campo de la cirugía, con 141,582 pacientes incluidos. Un total de 4975 miniequipos, de uno a cinco integrantes, recopilaron datos de 116 países de todos los continentes. RESULTADOS: La creación de un sitio web oficial del estudio, reportes con información relevante vía e-mail o grupos vía WhatsApp, conformación de un comité de diseminación del protocolo, dictado de webinars sobre publicaciones recientes del equipo, designación de líderes nacionales e internacionales, y la divulgación por medio de sociedades, fueron las estrategias utilizadas para el desarrollo de la investigación. Sin embargo, las barreras detectadas para llevar a cabo el estudio multicéntrico fueron variadas. CONCLUSIONES: Los trabajos colaborativos permiten establecer redes entre diferentes profesionales con el fin de mejorar la calidad de la gestión, las políticas sanitarias y la atención a los pacientes en tiempos de constante cambio.

Women's health education in undergraduate nursing courses.

This article aimed to analyze the Women's Health Education in the Nursing courses in São Paulo, SP, Brazil, characterizing faculty members and the pedagogical processes implemented. A questionnaire was carried out with 17 professors responsible for the teaching. It was possible to observe good qualification of the faculty members, in its majority with teaching experience superior to five years. In addition, most of the professors have teaching education with partial dedication to teaching and research or work per hour. The denomination "Women's Health Nursing Assistance" is adopted by the majority of courses. The pedagogical processes tend to extend conceptual references, keeping expositive classes as the main teaching strategy and written tests are the most applied evaluation method. The teaching of woman's health presents, therefore, a more critical perspective about woman's health with the participation of graduate professors and learning situations that integrate both the transmission and the active construction of knowledge.

Colônias de pescadores da região costeira do Estado de São Paulo: empoderamento, saúde e qualidade de vida / Fishing communities in a coastal region of the State of São Paulo: empowerment, health and quality of life / Colonias pesqueras de la región costera del Estado de São Paulo: empoderamiento, salud y calidad de vida

O objetivo da pesquisa foi caracterizar oito colônias de pescadores da Região Costeira do Estado de São Paulo quanto a sua organização, suas condições e necessidades em relação à saúde e à qualidade de vida; e apreender as expectativas e perspectivas de sustentabilidade e continuidade das colônias de pescadores. Foi realizado estudo descritivo e qualitativo por meio de entrevistas semiestruturadas com 17 participantes associados às colônias. Os dados foram explorados com base na análise de conteúdo. O retrato apresentado pela pesquisa apontou as adversidades e os obstáculos enfrentados para alcançar o empoderamento e a manutenção de condições dignas para os trabalhadores da pesca artesanal. Foi possível apreender o papel da saúde, do adoecimento em sua qualidade de vida e da valorização das colônias de pescadores como ferramenta importante na consolidação de políticas públicas para a categoria profissional. (AU)

The aim of this study was to characterize the organization, conditions and health and quality of life needs of eight fishing communities in a coastal region of the State of São Paulo, and explore expectations and prospects in relation to the sustainability and continuity of the communities. We conducted a descriptive qualitative study based on semi-structured interviews with 17 community members. The data were analyzed using content analysis. The study demonstrates the adversities and barriers faced by artisanal fishers to achieving empowerment and maintaining dignified livelihoods. The findings also show the role played by health and illness in quality of life and that the valorization of the fishing communities is an important tool in the consolidation of policies geared towards this profession. (AU)

El objetivo de la investigación fue caracterizar ocho colonias de pescadores de la región costera del Estado de São Paulo en lo que se refiere a su organización, condiciones y necesidades con relación a la salud y a la calidad de vida y captar las expectativas y perspectivas en relación con la sostenibilidad y continuidad de las colonias de pescadores. Se realizó un estudio descriptivo y cualitativo, por medio de entrevistas semiestructuradas con 17 participantes asociados a las colonias. Los datos se exploraron por medio del análisis de contenido. El retrato presentado por la investigación señaló las adversidades y obstáculos enfrentados para alcanzar el empoderamiento y mantenimiento de condiciones dignas para los trabajadores de la pesca artesanal. Fue posible captar el papel de la salud y de la enfermedad en su calidad de vida y de la valorización de las colonias de pescadores como herramienta importante en la consolidación de políticas públicas para la categoría profesional. (AU)

Narrativas em saúde socioambiental: potencialidades na formação em saúde / Narratives in socio-environmental health: potentialities in health training

RESUMO O presente trabalho visa a discutir as potencialidades do uso de narrativas e diários de campo para e na formação em saúde, no módulo de Encontros e Produção de Narrativas, do Eixo Trabalho em Saúde, que compõe o itinerário curricular dos Cursos de Saúde do Instituto Saúde e Sociedade do Campus Baixada Santista, da Universidade Federal de São Paulo. Utilizou-se a análise de discurso como instrumento de análise de diários de campo e narrativas produzidos em 2017 e 2019. No conjunto dos enunciados, é possível apreender mudanças graduais, promovidas pelos encontros narrativos articulados com conteúdos de saúde socioambiental introduzidos no módulo. O discurso nos diários e na narrativa é permeado de brechas polissêmicas, trazendo novos significados do aprendizado. Assim, apreendem-se movimentos de deslocamento do lugar comum, da reprodução do que está posto hegemonicamente, assumindo perspectivas comprometidas com a garantia de direitos, incluindo o direito à saúde, articulando a concepção ampliada do processo saúde-doença e sua relação com a questão socioambiental.

ABSTRACT This paper discusses the potentiality of using narratives and field diaries for and in health education in the module 'Encounters and Production of Narratives' of the Work in Health Axis, which is part of the curriculum of Health Courses of the Health and Society Institute of the Baixada Santista Campus of the Federal University of São Paulo. Discourse analysis was used as a tool for analyzing field diaries and narratives from 2017 and 2019. Gradual changes promoted by narrative encounters linked to the social-environmental health content introduced in the module can be seen in the statements. The discourse in the diaries and narrative is permeated with polysemic gaps that give new meanings to the learning. Thus, a shift from the familiar and reproduction of the hegemonic become evident, adopting a perspective that advocates for the guarantee of rights, including the right to health, and expresses an expanded understanding of the health and disease process and its relationship to the socio-environmental issue.

Training of teachers in the Health field from the perspective of interprofessional education / Formación de profesores en el área de la Salud bajo la óptica de la educación interprofesional / Formação de professores na área da Saúde sob a ótica da educação interprofissional

ABSTRACT Objectives: to reflect on the training of teachers in the field of health from the perspective of interprofessional education. Methods: an essay based on the dialogue between the scientific literature, the health education inducing policies, and studies in the fields of research and teaching activities in pedagogical projects based on interprofessional education. Results: teaching in health is revealed as a social practice that is built on multiple collaborative movements and training moments. In this sense, the presence of echoes and resonances of the inducing policies necessary for the reorientation of health education in the proposals for teacher development is recognized. Final Considerations: articulating teacher development and interprofessional education demands a dynamic process of expanding and incorporating interprofessional and collaborative practices as a field of study/research and intervention, with a view to strengthening the continuing education of teachers.

RESUMEN Objetivos: reflejar sobre la formación de profesores en salud bajo la óptica de la educación interprofesional. Métodos: ensayo fundamentado en el diálogo entre la literatura científica, las políticas inductoras para la formación en salud y estudios en los campos de la investigación y de la actuación docente en proyectos pedagógicos fundamentados en la educación interprofesional. Resultados: la docencia en salud se desvela como práctica social que se construye en múltiples movimientos de colaboración y momentos formativos. En ese sentido, se reconoce la presencia de ecos y resonancias de las políticas inductoras necesarias a la reorientación de la formación en salud en las propuestas de desarrollo docente. Consideraciones Finales: articular el desarrollo docente y la educación interprofesional demanda un proceso dinámico de ampliación e incorporación de prácticas interprofesionales y colaborativas como campo de estudio/investigación y de intervención, en la perspectiva de fortalecer la educación continua de los profesores.

RESUMO Objetivos: refletir sobre a formação de professores em saúde sob a ótica da educação interprofissional. Métodos: ensaio fundamentado no diálogo entre a literatura científica, as políticas indutoras para a formação em saúde e estudos nos campos da pesquisa e da atuação docente em projetos pedagógicos fundamentados na educação interprofissional. Resultados: a docência em saúde desvela-se como prática social que se constrói em múltiplos movimentos de colaboração e momentos formativos. Nesse sentido, reconhece-se a presença de ecos e ressonâncias das políticas indutoras necessárias à reorientação da formação em saúde nas propostas de desenvolvimento docente. Considerações Finais: articular o desenvolvimento docente e a educação interprofissional demanda um processo dinâmico de ampliação e incorporação de práticas interprofissionais e colaborativas como campo de estudo/pesquisa e de intervenção, na perspectiva de fortalecer a educação continuada dos professores.

Significados de mentoria na formação em saúde no Brasil: uma revisão integrativa / Meanings of mentoring in health training in Brazil: an integrative review

Resumo: Introdução: A mentoria, na formação em saúde, implica relações interpessoais entre mentor(a) e mentorado(a), nas quais o(a) parceiro(a) mais experiente acolhe, oferece suporte, desafia e favorece uma visão mais ampliada da própria jornada do(a) estudante. Objetivos: Este estudo teve como objetivos realizar uma revisão integrativa de artigos brasileiros sobre mentoria em saúde e analisar e apreender os significados dessa atividade presentes nessas publicações. Método: A questão foi elaborada entre outubro de 2020 e janeiro de 2021, e delinearam-se as estratégias de busca e os critérios de inclusão e exclusão. O processo ocorreu via Portal de Periódicos Capes, contemplando as bases de dados Lilacs, Medline, SciELO e Scopus. Para as bases de vocabulário controlado, foram utilizados os descritores (inglês/português): mentoring, combinado isoladamente com education, mentors e faculty. Para a base de palavras-chave, utilizaram-se as mesmas combinações, substituindo-se education por health education. Resultados: A busca revelou 878 artigos, dos quais se selecionaram 12 como corpus da revisão. Os autores são docentes e discentes inseridos nas experiências. O periódico Revista Brasileira de Educação Médica é o principal veículo dos manuscritos selecionados. Evidenciam registros descritivo-analíticos de percursos históricos das experiências e as percepções e vivências no cotidiano delas. Há centralidade na abordagem qualitativa de pesquisa. Os significados de mentoria perpassam aspectos relacionados a docentes e estudantes no processo formativo da graduação, envolvendo cuidado, encontros, diálogos e vínculo. A análise das atividades de mentoria permite configurar questões relativas às interações mentor(a)-mentorandos(as) em contextos acadêmicos da área de saúde, com grande ênfase na educação médica. Conclusão: O desenvolvimento desta revisão integrativa permite sinalizar a mentoria como uma possibilidade de criação de um novo habitus na paisagem acadêmica. Na constituição desse habitus, os estudos enfatizam as relações de cuidado e humanização, resgatando a relação mestre(a) e discípulo(a) comprometida com a promoção e o desenvolvimento integral dos(as) estudantes.

Abstract: Introduction: Mentoring programs, as part of health care training, entail interpersonal relations between mentor and mentee, whereby the former offers support and challenges to provide a broader outlook of the student's own journey. Objective: To conduct an integrative review of publications on mentoring in health in Brazil and to analyze and apprehend the meanings of mentoring found in these publications. Method: Between October 2020 and January 2021 the research question was formulated and the search strategies and inclusion and exclusion criteria were designed. The process took place via the Capes Periodical Portal, including the Lilacs, Medline, SciELO and Scopus databases. For the controlled vocabulary bases, the descriptors (english/portuguese) were used: mentoring, combined separately with education, mentors and faculty. For the keyword base, the same combinations were used, substituting education for health education. Results: The search resulted in the selection of 878 articles and, after further analysis, 12 articles were selected as the corpus of the integrative review. The authors are professors and students involved in the experiences. The Revista Brasileira de Educação Médica journal is the primary vehicle for the selected papers, which bring to light to descriptive-analytical records of the experiences and how those experiences are perceived. The study is largely based on a qualitative approach. The meanings of mentoring include several aspects related to professors and students in the undergraduate process, involving care, affection, dialogues and bonding. Analysis of the mentoring activities allows for questions related to mentor-mentee interactions in health care education, and especially medical education, settings. Conclusion: This integrative review suggests mentoring may represent an effective way of creating a new setting in Brazilian education. In the constitution of that habitus, the studies emphasize the relations between care and humanization, retrieving the master/disciple relationship committed to promoting comprehensive student development.

O PET-Saúde Interprofissionalidade e as ações em tempos de pandemia: perspectivas docentes / El PET-Saúde Interprofesionalidad y las acciones en tiempos de pandemia: perspectivas docentes / PET-Health Interprofessionality and actions in times of pandemic: teachers' perspectives

O Programa de Educação pelo Trabalho para Saúde (PET-Saúde) é uma política indutora que fomenta o aprendizado por vivências problematizadoras nos locais de trabalho em saúde com foco na interprofissionalidade. O objetivo do presente trabalho foi relatar a experiência do PET-Saúde Interprofissionalidade durante a pandemia de Covid-19, na perspectiva docente. Desenvolver o PET-Saúde com estudantes, preceptores, equipes dos serviços e usuários demandou (re)descobrir possibilidades das tecnologias de informação e comunicação e o aprendizado da produção de "novas presenças" sem desistir da ação coletiva, participativa e composta pelos diferentes saberes. Apreendeu-se o desenvolvimento de competências como escuta qualificada para resolução de conflitos, comunicação interprofissional e liderança colaborativa. Este PET-Saúde mostrou-se um disparador na formação em saúde, conectando universidade, rede de saúde e comunidade; e contribuindo para o desenvolvimento de competências colaborativas e um espaço de acolhimento para as situações vivenciadas.(AU)

El Programa de Educación por el Trabajo para Salud (PET-Saúde) es una política inductora que fomenta el aprendizaje por vivencias problematizadoras en los locales de trabajo en salud con enfoque en la Interprofesionalidad. El objetivo fue relatar la experiencia del PET-Saúde Interprofesionalidad durante la pandemia de Covid-19, desde la perspectiva docente. Desarrollar el PET-Saúde con estudiantes, preceptores, equipos de los servicios y usuarios demandó (re)descubrir posibilidades de las tecnologías de información y comunicación, aprendiendo a producir "nuevas presencias", sin desistir de la acción colectiva, participativa, compuesta por los diferentes saberes. Se aprendió a desarrollar competencias tales como escuchar de forma calificada para la resolución de conflictos, la comunicación interprofesional y el liderazgo colaborativo. Este PET-Saúde se mostró un gatillo en la formación en salud, conectando universidad, red de salud y comunidad, contribuyendo al desarrollo de competencias colaborativas y un espacio de acogida para las situaciones vividas.(AU)

The Program 'Education through Work for Health' (PET-Health) is a nudging policy that provides learning through problematizing experiences in health workplaces, with a focus on interprofessionality. The aim was to report the experience of PET-Health Interprofessionality during the Covid-19 pandemic, from the teachers' perspective. The development of PET-Health with students, tutors, teams from the health system and users demanded, (re) discovering possibilities of information and communication technologies, learning to produce "new presences", without giving up the collective, participatory action, composed by different knowledge. There was learning of development of skills such as qualified listening for conflict resolution, interprofessional communication and collaborative leadership. This PET-Health proved to be a triggering event towards health education, connecting university, health network and community, and contributed to the development of collaborative skills and constituted a welcoming space for the situations experienced.(AU)

Professor habilitation: the recognition of a trajectory committed to teaching, research, and extension / Livre-docência: o reconhecimento de uma trajetória comprometida com o ensino, pesquisa e extensão

ABSTRACT Objective: to describe faculty member training as a strategy for the development of leaders and the promotion of continuous academic progress in teaching, research, and extension. Method: this reflection article presents a history of the highest academic degree obtained in Brazil, describing the characteristics of the competitions and highlighting aspects and activities that show, nowadays, intellectual and scientific maturation. Results: aspiring professors submit their academic trajectory to analysis and judgment by peers, based on strict assessment criteria, to receive a professor habilitation. Its purpose is to promote a moment of analysis of their academic career and to identify the remarkable contribution to the advancement of the university and the country through consolidated and impactful activities. Final considerations: pursuing this highest degree in the Brazilian academic career can be a moment of individual and collective advancement, contributing to the consolidation of areas of knowledge.

RESUMEN Objetivo: describir la formación de profesores universitarios como una estrategia para el desarrollo de líderes y la promoción del progreso académico continuo en la docencia, investigación y extensión. Método: este artículo de reflexión presenta una historia del más alto grado académico obtenido en Brasil, describiendo características de las competencias y destacando aspectos y actividades que muestran, hoy, maduración intelectual y científica. Resultados: los aspirantes a habilitación a la enseñanza someten su trayectoria académica al análisis y juicio de pares, con base en estrictos criterios de evaluación. Su propósito es promover un momento de análisis de la carrera académica e identificar el aporte notable al avance de la universidad y del país, a través de actividades consolidadas e impactantes. Consideraciones finales: la búsqueda de este grado más alto en la carrera académica brasileña puede ser un momento de avance individual y colectivo, contribuyendo a la consolidación de áreas de conocimiento.

RESUMO Objetivo: descrever a formação do Livre-Docente como estratégia para o desenvolvimento de lideranças e a promoção de contínuo avanço acadêmico no ensino, na pesquisa e na extensão. Método: este artigo de reflexão apresenta histórico da titulação acadêmica mais alta obtida no Brasil, descrevendo características dos concursos e destacando aspectos e atividades que evidenciam, nos dias de hoje, amadurecimento intelectual e científico. Resultados: professores aspirantes à Livre-Docência submetem sua trajetória acadêmica à análise e ao julgamento realizado por pares, com base em rigorosos critérios de avaliação. Tem por finalidade promover um momento de análise da carreira acadêmica e identificar a contribuição marcante para o avanço da universidade e do país, por meio de atividades consolidadas e de impacto. Considerações finais: a busca por esta mais alta titulação da carreira acadêmica brasileira pode constituir momento de avanço individual e coletivo, contribuindo para a consolidação de áreas de conhecimento.

[Problem-solving approach in the training of healthcare professionals]. / O enfoque problematizador na formação de profissionais da saúde.

OBJECTIVE: To discuss the problem-solving approach in the training of healthcare professionals who would be able to act both in academic life and in educational practices in services and communities. METHODS: This is an analytical description of an experience of problem-based learning in specialization-level training that was developed within a university-level healthcare education institution. The analysis focuses on three perspectives: course design, student-centered learning and the teacher's role. RESULT: The problem-solving approach provided impetus to the learning experience for these postgraduate students. There was increased motivation, leadership development and teamworking. This was translated through their written work, seminars and portfolio preparation. The evaluation process for these experiences presupposes well-founded practices that express the views of the subjects involved: self-assessment and observer assessment. The impact of this methodology on teaching practices is that there is a need for greater knowledge of the educational theories behind the principles of significant learning, teachers as intermediaries and research as an educational axiom. CONCLUSIONS: The problem-solving approach is an innovative response to the challenges of training healthcare professionals. Its potential is recognized, while it is noted that educational innovations are characterized by causing ruptures in consolidated methods and by establishing different ways of responding to demands presented at specific moments. The critical problems were identified, while highlighting the risk of considering this approach to be a technical tool that is unconnected with the design of the teaching policy. Experiences and analyses based on the problem-solving assumptions need to be shared, thus enabling the production of knowledge that strengthens the transformation of educational practices within healthcare.

[Permanent education in health: a review]. / Educação permanente em saúde: metassíntese.

OBJECTIVE: To undertake a meta-synthesis of the literature on the main concepts and practices related to permanent education in health. METHODS: A bibliographical search was conducted for original articles in the PubMed, Web of Science, LILACS, IBECS and SciELO databases, using the following search terms: "public health professional education", "permanent education", "continuing education", "permanent education health". Of the 590 articles identified, after applying inclusion and exclusion criteria, 48 were selected for further analysis, grouped according to the criteria of key elements, and then underwent meta-synthesis. RESULTS: The 48 original publications were classified according to four thematic units of key elements: 1) concepts, 2) strategies and difficulties, 3) public policies and 4) educational institutions. Three main conceptions of permanent education in health were found: problem-focused and team work, directly related to continuing education and education that takes place throughout life. The main strategies for executing permanent education in health are discussion, maintaining an open space for permanent education , and permanent education clusters. The most limiting factor is mainly related to directly or indirect management. Another highlight is the requirement for implementation and maintenance of public policies, and the availability of financial and human resources. The educational institutions need to combine education and service aiming to form critical-reflexive graduates. CONCLUSIONS: The coordination between health and education is based as much on the actions of health services as on management and educational institutions. Thus, it becomes a challenge to implement the teaching-learning processes that are supported by critical-reflexive actions. It is necessary to carry out proposals for permanent education in health involving the participation of health professionals, teachers and educational institutions. OBJECTIVE: To undertake a meta-synthesis of the literature on the main concepts and practices related to permanent education in health. METHODS: A bibliographical search was conducted for original articles in the PubMed, Web of Science, LILACS, IBECS and SciELO databases, using the following search terms: "public health professional education", "permanent education", "continuing education", "permanent education health". Of the 590 articles identified, after applying inclusion and exclusion criteria, 48 were selected for further analysis, grouped according to the criteria of key elements, and then underwent meta-synthesis. RESULTS: The 48 original publications were classified according to four thematic units of key elements: 1) concepts, 2) strategies and difficulties, 3) public policies and 4) educational institutions. Three main conceptions of permanent education in health were found: problem-focused and team work, directly related to continuing education and education that takes place throughout life. The main strategies for executing permanent education in health are discussion, maintaining an open space for permanent education, and permanent education clusters. The most limiting factor is mainly related to directly or indirect management. Another highlight is the requirement for implementation and maintenance of public policies, and the availability of financial and human resources. The educational institutions need to combine education and service aiming to form critical-reflexive graduates. CONCLUSIONS: The coordination between health and education is based as much on the actions of health services as on management and educational institutions. Thus, it becomes a challenge to implement the teaching-learning processes that are supported by critical-reflexive actions. It is necessary to carry out proposals for permanent education in health involving the participation of health professionals, teachers and educational institutions.

Docência, Pró-Saúde e PET-Saúde: narrativas de um fazer interprofissional / Teaching, Pro-Saude and PET-Saude: narratives of an interprofessional practice

Resumo Políticas indutoras como o Programa Nacional de Reorientação da Formação Profissional em Saúde (Pró-Saúde) e o Programa de Educação pelo Trabalho para a Saúde (PET-Saúde) configuram espaços para aprendizagem da docência. Neste sentido, o presente artigo assume como objetivo caracterizar as trajetórias, concepções e expectativas de professores atuantes no Pró-Saúde e PET-Saúde da Universidade Federal de São Paulo. A produção dos dados compreendeu entrevistas narrativas com 13 professores. A partir das análises empreendidas, reconhece-se o Pró-Saúde e PET-Saúde como "espaços de formação docente", não se configurando, todavia, em "territórios reconhecidos e valorizados de formação de professores". Esta pesquisa permite mapear pistas para o redimensionamento de propostas de formação de professores da área da saúde, a partir dos itinerários de aprendizagem narrados que conduziram os participantes desse estudo a docências colaborativas, interprofissionais, críticas, implicadas socialmente e referenciadas nas necessidades dos sujeitos.(AU)

Resumen Políticas inductoras como el Programa Nacional de Reorientación de la Formación Profesional en Salud (Pro-Salud) y el Programa de Educación por el Trabajo para la Salud (PET-Salud) configuran espacios para aprendizaje de la docencia. En este sentido, este artículo asume como objetivo la caracterización de las trayectorias, concepciones y expectativas de profesores actuantes en el Pro-Salud y PET-Salud de la Universidad Federal de São Paulo. La producción de los datos incluyó entrevistas narrativas con 13 profesores. A partir de los análisis realizados, se reconoce el Pro-Salud y el PET-Salud como "espacios de formación docente", sin que se configuren, no obstante, como "territorios reconocidos y valorizados de formación de profesores". Esta investigación permite mapear pistas para el redimensionamiento de propuestas de formación de profesores del área de la salud, a partir de los itinerarios de aprendizaje narrados que dirigieron a los participantes de este estudio hacia docencias colaborativas, interprofesionales, críticas, implicadas socialmente y con referencia en las necesidades de los sujetos.(AU)

Abstract Policies that induce change in health education, such as National Reorientation Program in Professional Health Education (Pró-Saúde) and Education through Work Program for the Health Area (PET-Saúde), constitute teacher learning spaces. In this sense, this article aims at characterizing paths, conceptions and expectations of teachers who work in Pró-Saúde and PET-Saúde of Universidade Federal de São Paulo. Data was obtained through narrative interviews with 13 teachers. Based on the analyses, Pró-Saúde and PET-Saúde are recognized as "spaces for teacher education," though not considered "recognized and valued territories of teacher education." This research allows to map clues to change the dimension of health teacher education proposals based on the learning paths that led the participants of this research to collaborative, interprofessional, critical and socially implied teaching oriented towards the subjects' needs.(AU)

[The experience of the Permanent Workshop on Health and Nutrition Education - OPEAS: training of professionals for the promotion of healthy nutrition in schools]. / A experiência da Oficina Permanente de Educação Alimentar e em Saúde (OPEAS): formação de profissionais para a promoção da alimentação saudável nas escolas.

This article analyzes the experience of the Permanent Workshop on Nutrition and Health Education, which provides ongoing education on health and nutrition for school nutritionists and educators. In 2009, nutritionists, principals/management assistants, pedagogical coordinators, teachers and nutrition undergraduates attended 10 workshops, which were based on Freire and Pichon-Rivière´s framework theories. Data analysis was performed using the Discourse of the Collective Subject method. At the beginning of their participation in the OPEAS, the relationship between educators and nutritionists was distant and few interdisciplinary activities were conducted. Communication among the school team, collaborative work with involvement of the whole school community, inclusion of food and nutrition education in the curricula, and provision of food as the central pedagogical tool were considered central to the promotion of healthy nutrition. In the final evaluation four central ideas were highlighted defining OPEAS as being important for knowledge acquisition, a setting for reflection, an opportunity for integration and a platform for putting ideas into practice. Ongoing education should be implemented with school professionals aiming to foster actions to promote healthy nutrition at school.

Ensino na Saúde como objeto de pesquisa na pós-graduação stricto sensu: análise do Pró-Ensino na Saúde / Enseñanza en la Salud como objeto de investigación en el postgrado stricto sensu: análisis del Pro-Enseñanza en la Salud / Health teaching as an object of research in academic graduate programs: an analysis of the Pro-Ensino na Saúde

Este estudo teve como objetivo compreender o potencial indutor do Programa Pró-Ensino na Saúde, na perspectiva de uma política de formação no nível de pós-graduação stricto sensu e de desenvolvimento de pesquisas sobre o ensino na Saúde, utilizando dados de 31 projetos e entrevistas com 17 coordenadores. Identificou-se a participação de 59 programas de pós-graduação, realização de 395 pesquisas e formação de 423 profissionais entre 24 dos 31 projetos. Entende-se que o investimento nesse programa fortaleceu o processo formativo qualificado e o desenvolvimento de pesquisas sobre ensino na Saúde, na expectativa de transformações no cotidiano da academia e do serviço de saúde. Reconhece-se o Pró-Ensino na Saúde como uma política indutora, fomentando redes colaborativas e produção de conhecimento, mas, ainda, confronta-se com o desafio de instaurar-se como efetivo constituinte de uma política pública de formação e trabalho em Saúde.(AU)

El objetivo de este estudio fue entender el potencial inductor del Programa Pro-Enseñanza en la Salud bajo la perspectiva de una política de formación en el nivel de postgrado stricto sensu y de desarrollo de investigaciones sobre la enseñanza en la salud, utilizando datos de 31 proyectos y entrevistas con 17 coordinadores. Se identificó la participación de 59 programas de postgrado, realización de 395 investigaciones y formación de 423 profesionales entre 24 de los 31 proyectos. Se entiende que la inversión en este programa fortaleció el proceso formativo calificado y el desarrollo de investigaciones en la enseñanza de la salud, con la expectativa de transformaciones en el cotidiano de la academia y el servicio de salud. Se reconoce el Pro-Enseñanza en la Salud como una política inductora, fomentando redes de colaboración y la producción de conocimiento, pero también se enfrenta al desafío de instaurarse como efectivo constituyente de una política pública de formación y trabajo en salud.(AU)

This study aimed to understand the inductive potential of the Pro-Saude Program as an education policy for academic graduate programs and for the development of research on Health teaching, using data from 31 projects and interviews with 17 coordinators. We identified the participation of 59 graduate programs, the realization of 395 research studies and the education of 423 professionals in 24 of the 31 projects. The investment in this program strengthened a qualified education process and the development of research in Health teaching, in the expectation of changes in the daily routine of the academia and the health service. Pró-Ensino na Saúde is recognized as an inductive policy, fostering collaborative networks and knowledge production, but it still faces the challenge of establishing itself as an effective constituent of a public policy of Health education and work.(AU)

Construção da identidade profissional na Educação Interprofissional em Saúde: percepção de egressos / Construcción de la identidad profesional en la Educación Inter-profesional de Salud: percepción de egresados / Constructing professional identity in Interprofessional Health Education as perceived by graduates

Trata-se de estudo de abordagem longitudinal qualitativa, descritivo-analítico e natureza exploratória. Apresenta a percepção de egressos acerca da construção da identidade profissional na perspectiva da Educação Interprofissional, com dados coletados mediante entrevista de aprofundamento com egressos de seis profissões da saúde. Os resultados foram organizados em núcleos direcionadores e tratados com análise de conteúdo. Apresentam-se os resultados referentes ao núcleo Educação Interprofissional e à construção da identidade profissional. Os participantes relataram a trajetória formativa em currículo inovador, interprofissional e interdisciplinar, destacando a oportunidade da prática colaborativa e interprofissional como importantes para o desenvolvimento, construção e reforço da identidade profissional em cada área de formação mediante o reconhecimento das especificidades das outras áreas. A delimitação do próprio campo profissional e de papéis na equipe, bem como a ampliação do olhar profissional, também foram evidenciadas pelos egressos.(AU)

Estudio de abordaje longitudinal cualitativo, descriptivo-analítico y naturaleza exploratoria. Presenta la percepción de egresados sobre la construcción de la identidad profesional en la perspectiva de la Educación Inter-profesional con datos colectados mediante entrevista de profundización con egresados de seis profesiones de la salud. Los resultados se organizaron en núcleos direccionadores y tratados con análisis de contenido. Se presentan los resultados referentes al núcleo Educación Interprofesional y a la construcción de la identidad profesional. Los participantes relataron la trayectoria formativa en currículo innovador, inter-profesional e inter-disciplinario, destacando la oportunidad de la práctica colaboradora e inter-disciplinaria como importantes para el desarrollo, la construcción y el refuerzo de la identidad profesional en cada área de formación mediante el reconocimiento de las especificidades de las otras áreas. La delimitación del propio campo profesional y de papeles en el equipo, así como la ampliación de la mirada profesional también fueron puestos en evidencia por los egresados.(AU)

This is an exploratory, descriptive-analytical study, qualitative and longitudinal in nature. It presents the perception of graduates about the construction of professional identity from the perspective of Interprofessional Education, with data collected in interviews with graduates of the program from six health professions. The results were organized into guiding nuclei and processed using content analysis. The results are presented as regards the nucleus Interprofessional Education and the construction of professional identity. The participants reported their educational experience with this innovative, interprofessional and interdisciplinary curriculum, giving emphasis to the opportunity for collaborative and interprofessional practices as important to developing, constructing and reinforcing professional identity in each area of education by recognizing the specificities of other areas. The graduates also highlighted the definition of their own professional field and their role in such teams, as well as the expansion of their professional outlook.(AU)

Grupo de pesquisa como espaço de aprendizagem em/sobre educação interprofissional (EIP): narrativas em foco / Grupo de investigación como espacio de aprendizaje en/sobre educación interprofesional (EIP): narrativas en enfoque / The research group as a learning scenario in/on Interprofessional Education: focus on narratives

Este trabalho se propôs a analisar as contribuições do grupo como um espaço de estudo, pesquisa e desenvolvimento de competências em/sobre a Educação Interprofissional. Apresenta nuanças do estudo de caso e ancorou-se na abordagem qualitativa. As 14 narrativas conduziram ao campo das experiências e representações, objeto de compreensão, análise e interpretação da pesquisa. Da análise temática emergiram três eixos de categoria: motivações, expressando os movimentos de busca, ingresso e permanência; grupo como espaço de aprendizagem compartilhada e prática colaborativa, com dimensões intersubjetiva, pessoal, institucional; e grupo como processo de consolidação e reconstrução permanentes, com desafios na construção das aprendizagens, no processo grupal e na publicização. O grupo caracteriza-se como locus privilegiado para o compartilhamento de saberes, produção de conhecimentos e construção de aprendizagens.(AU)

La investigación tuvo el objetivo de analizar las contribuciones del grupo como un espacio de estudio, investigación y desarrollo de competencias en/sobre la Educación Interprofesional. Presenta aspectos del estudio de caso y se basó en el abordaje cualitativo. Las 14 narraciones llevaron al campo de las experiencias y representaciones, objeto de comprensión, análisis e interpretación de la investigación. Del análisis temático surgieron tres ejes de categoría: motivaciones, expresando los movimientos de búsqueda, ingreso y permanencia; grupo como espacio de aprendizaje compartido y práctica colaborativa con dimensiones intersubjetiva, personal e institucional; y grupo como proceso de consolidación y de reconstrucción permanentes, con desafíos en la construcción de los aprendizajes, en el proceso grupal y en la difusión al público. El grupo se caracteriza como locus privilegiado para la compartición de saberes, producción de conocimientos y construcción de aprendizajes.(AU)

This study aimed to analyse the contribution of groups as a space of study, research and development of competencies in/on Interprofessional Education. It has nuances of the case study and was based on the qualitative approach. Fourteen narratives led to the field of experiences and representations, which is the object of understanding, analysis and interpretation of this research. Three categories emerged from the thematic analysis: motivations, which express search, admission, and permanence movements; the group as a shared learning and collaborative practice space, with intersubjective, personal, and institutional dimensions; and the group as a process of permanent consolidation and reconstruction, with challenges in building knowledge, forming groups, and publicizing. The group is characterized as a privileged locus for knowledge sharing and production, as well as for the construction of learning.(AU)